Students’ READY

Programme

School of Agriculture,
Lovely Professional University
 Student READY (Rural and Entrepreneurship
Awareness Development Yojana)
➢ Students’ READY (Rural Entrepreneurship Awareness Development Yojana)

Programme is taken from V Deans’ Committee report of ICAR which was

released in 2017.

➢ In LPU, the concept of the V Deans’ Committee report has been implemented

since 2016 admission batch.

➢Experiential Learning One Semester

➢Village Attachment

➢Plant Clinic Attachment One Semester

➢In Plant Training/ Unit Attachment

➢Industrial Attachment
 Scheme: Distribution of READY
Programme
➢One year programme in Fourth year of B.Sc. (Hons)

Agriculture

➢Two different modules of schemes will run

➢Scheme A. RAWE in 7th and ELP in 8th semester.

➢Scheme B. ELP in 7th and RAWE in 8th semester.

➢Section allocation under category A and B will be done

by school.
Sections Vs Scheme
Sections for Scheme A

RAWE in 7th and ELP in 8th semester

H1901 H1905

H1902 H1906

H1903 H1907

H1904 H1908
 RAWE basket
Courses L: T: P: Credits Number of
Weeks*
AGR402: Village Attachment 0: 0: 20: 10 8
AGR406: Plant Clinic Attachment 0: 0: 4: 2 2

AGR403: Unit Attachment 0: 0: 8: 4 5

AGR407: Agro- Industrial Attachment 0: 0: 8: 4 3

Total (RAWE and AIA) 0: 0: 40: 20 20

Selection of ELP Modules by students
➢There are 10 modules under ELP of which any two modules
(20 credits) will be opted by students through online polling.
 Village Attachment
➢Total weeks- 10 (1 week- Induction, 8 week- Village
attachment, 1 week- evaluation)

➢Eight weeks village attachment would be in native or nearby

village. The student have to attach with minimum 5 farmers.

➢During the phase of village attachment one hour slot will be

punched in time table and weekly report has to be

communicated through mail to supervisor.

➢In case there is any doubt, the students can communicate to

supervisor or RAWE Coordinator or HOD

➢Evaluation will be done based on weekly report submitted to

supervisor (50% weightage) and ETP through presentation of

report to a panel of neutral (50% weightage).

➢CA category: A0303 (Monthly Marks by the supervisor in August,

September and November)

➢Exam category: X7R [X7R: MTE: Not Applicable: ETE: Internal

Viva (With R Grade)]

 Activities during Village Attachment
Sl. No. Activities/ Parameters Duration

1 Orientation and Survey of Village 1 week

2 Agronomical Interventions 1 week
3 Fruit and Vegetable production interventions 1 week
4 Soil Improvement Interventions (Soil sampling 1 week
and testing)
5 Plant Protection Interventions 1 week
6 Marketing, Food Processing and Storage 1 week
interventions
7 Animal Production Interventions 1 week
8 Extension and Transfer of Technology activities 1 week
Total 8 weeks
CA Parameters
ETP parameters
 Plant Clinic Attachment
➢Total weeks-2

➢Students will be attached for 2 weeks where they will be

collecting 10 samples of insects, diseases, nutrient

deficiency symptoms and weeds.

➢Evaluation will be done based on ETP through presentation

of report to a panel of neutral (100% weightage).

ETP parameters
Sl. Parameters Max. Marks
No.

1 Presentation and Report 20

2 Presentation delivery 20
3 Questions response 20
4 Regularity in work 20
5 Learning outcomes 20
Total 100
 Unit attachment and Agro-Industrial
Attachment (AIA)
➢Total weeks-8 (5+3), 5 weeks for Unit attachment and 3

weeks for Industrial attachment is mandatory.

➢Unit attachment: The students needed to be attached to a

KVK/ Research regional center or research institute or

government universities or progressive farmers or NGO.

➢AIA: The students needed to be attached to an agro- based

industry.
➢Attachment should essentially not be paid by students,

however if organization is semi-government or

government or ICAR based, the paid attachment can be
acceptable as per the rule of respective organization.

➢Evaluation will be done based on the report and presentation

given by the students after the unit/AIA attachment during ETP.

➢CA Category: XX so CA parameters are not applicable

➢Exam category: X7R [X7R: MTE: Not Applicable: ETE:

Internal Viva (With R Grade)]

Report preparation during attachment
Students will have to prepare the report on following
Activities and Tasks during Agro-Industrial Attachmen/ Unit
Attachment Programme:
➢ Acquaintance with industry and staff
➢ Study of structure, functioning, objective and mandates of the
industry
➢ Study of various processing units and hands-on trainings under
supervision of industry/KVK staff
➢ Ethics of industry/ Mandates of KVK
➢ Employment generated by the industry/ Services provided by the
KVK
➢ Contribution of the industry/KVK promoting environment
➢ Learning business network including outlets of the industry/KVK
➢ Skill development in all crucial tasks of the industry/KVK
➢ Documentation of the activities and task performed by the students
➢ Performance evaluation, appraisal and ranking of students
ETP parameters
Avoid taking on "expert" status
• During farm visits extension field workers are often
directly confronted with very pressing problems.
• On the spot, the extension agent is asked to make
an expert judgement about (troubleshoot)
something plaguing a farmer's plants or animals.
• The way the extensionist handles this situation
can profoundly affect levels of dependency in the
farmer-agent relationship.
• The trick in successful troubleshooting is to
avoid taking on "expert" status.
 doctor and her patients-------
• The situation an extension worker faces is
somewhat like the interaction between a doctor and
her patients.

• Given someone who needs medical attention, the

doctor has several choices as to how she responds.
• 1. She may simply cure the patient with a packet of
pills or an injection and send him on his way.
• 2. Or she may explain to the patient the causes of
his affliction and the way the cure works, cure
him, and send him on his way hoping to have
educated him enough to prevent future illness.
 doctor and her patients.
• 3. Finally, she may refuse the responsibility for the patient's
cure, discuss with him the possible causes of the disease,
and explain to him ways that he might be able to cure
himself.
• With this the doctor sends him on his way, hopefully more
capable of both preventing disease and curing it without any
further assistance from the doctor herself.
 decreasing dependency in the patient-doctor
relationship-----------
• The three options for the doctor's
response are listed in order of
decreasing dependency in the patient-
doctor relationship.
• The same options may be available to
the extension agent.
• One difference in the case of the agent is
that she is likely not to have the same
degree of expert training as most
doctors.
 decreasing dependency in the patient-doctor
relationship.
• The consequence, then, is that the extensionist is in
many instances not qualified to make the type of
expert judgements represented in the first option
above.
• On the other hand, like the doctor, the extension
agent may face situations that she is competent
enough to handle and that are serious enough in
nature as to require direct action - a disease
outbreak among a herd of cattle, for instance.
• In these cases, it is useful for the extension agent
to have practical troubleshooting skills.
 The first skills-----------
• The first skills to consider are those of observation and
examination.

• It is essential at the outset that the agent possess enough

technical expertise to be able to distinguish normal from
abnormal conditions.
• There are lists of signs of plant and animal diseases, for
instance, that an extension agent needs to have either
memorized or readily available for use.
 The first skills.
• In the field, then, the agent watches for abnormal plant color,
lack of uniformity, stunting, wilting and leaf spots. And she
physically examines plants for signs of insect feeding.

• The steps necessary for a thorough examination need to be

second nature. The way to make them systematic is to
practice them daily and actually record them in field
notebooks and worklogs.
The second set of skills involve utilization of resources----
• The second set of skills involve utilization of
resources beyond those of the agent herself.
Included among these skills are information
gathering, description and networking. When
confronted with a problem in the field, the extension
agent needs to know what practices the farmer has
used that might have contributed to the problem,
what solutions the farmer may have already
attempted in order to get rid of the problem, and, in
more general terms, how much the farmer actually
knows about possible causes and solutions for a
given condition.
The second set of skills involve utilization of resources.

• In some cases, information gathered from the

farmer and the extension worker's own skills at
diagnosis may still fail to turn up any clearer
understanding of a situation.

• The agent can carry a description of a problem to a

network of technical support persons, including
other farmers, other extension agents, and
technical research stations, to solicit their
opinions as to what steps should be taken.
A third set of skills is important-----------

• A third set of skills is important when the

extension agent does have a clear idea of what is
wrong with a farmer's crops or livestock. It is in this
instance that she is most likely to set herself up as
an "expert." Therefore, caution is warranted.

• The key is to keep asking open-ended questions.

In cases where dialogue fails to work, the
extensionist can give a careful, straightforward
explanation of a problem, using analogies to other
parts of a farmer's experience.
 Dialoguing with a farmer about crop management techniques------

• Question to the farmer: What is the problem with

these plants?
• Answer: They are yellow and their leaves are
withered.

• Q: Are all of your plants in the same condition?

• A: No, some are much healthier.

• Q: What can make plants get sick like this?

• A: Sometimes the ground is not good; sometimes
there are insects.
 Dialoguing with a farmer about crop management techniques

• Q: Why do you wait until this time of year to plant your

garden?
• A: Because the crops will not grow well without the rains.

• Q: Where do the heavy rains go when they hit the ground

here? Do they stay in one place?
• A: No, some goes into the ground, but most of the water goes
down the hill to the low part of the plot.

• Q: How do the plants in the low part of the plot compare to the
sick ones you brought me here to see?
• A: They are much greener and larger than these.
Advice-------
• Q: Why do you think that is the case?
• A: It could be because there is more water in that part of
the plot when it rains.

• Q: How can you help these plants on the upper half of the
plot grow better?
• A: Give them more water by hand.

• Q: How often will you water them?

• A: Once every day.

• Q: If that is not enough, what will you do?

• A: I will water morning and evening, twice a day.
Advice.
• NOTE:
• • The ultimate cause of the problem here is that the
garden plot is unlevel. The more immediate
problem of making his plants healthy is more
important to the farmer.
• The extension agent in the dialogue is wise to wait
until a more appropriate time -- just prior to the
next planting season, for example -to talk to the
farmer about levelling off the plot itself.
• • Guard against asking questions by being
thoroughly familiar with a farmer's knowledge.